Mixed methods research (MMR) is in the beginning stage in the field of school psychology. More awareness and deeper understanding are needed for the advancement of MMR in school psychology. Using a partially mixed qualitative-dominant convergent mixed methods design, this study collected survey and interview data from researchers with experience conducting and publishing MMR studies in school psychology journals. Findings include participants' sharing of their graduate training of MMR, rationales for conducting MMR, the relationship between MMR training and publication, researchers' perceptions and experiences conducting and publishing MMR, as well as recommendations for different stakeholders (e.g., scholars, graduate students and training programs, journal editors and reviewers) in engaging and developing MMR. The results also revealed diverse training approaches in MMR, such as learning through collaboration with senior mixed methods researchers or engaging in structured professional development. Implications for advancing MMR in school psychology were provided based on the researchers' input in this study and previous scholarships. (PsycInfo Database Record (c) 2025 APA, all rights reserved).